Taking the Office Hour Out of the Office.
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| Title: | Taking the Office Hour Out of the Office. |
|---|---|
| Authors: | Cafferty, Patrick1 patrick.w.cafferty@emory.edu |
| Source: | Journal of College Science Teaching. Jan/Feb2021, Vol. 51 Issue 1, p3-7. 5p. |
| Subject Terms: | *Student response systems, *Science classrooms, *Active learning, Business forms, Teams in the workplace |
| Abstract: | Science classrooms across our campus have changed dramatically over the past 10 years as an increasing number of instructors have incorporated a variety of active learning techniques into their teaching practice, using, for example, classroom response systems to poll their students and guided inquiry and case study activities to facilitate small group work (AAAS, 2011; McGill et al., 2019). However, the primary way students interact with faculty outside the classroom remains unchanged: the office hour. Despite evidence that students benefit from office hour visits, low office hour attendance is common. Here, I describe a novel addition to my typical office hours, holding one of my four weekly office hours outside as a group run called the "Active Office Hour." Students view the Active Office Hour positively, with a subset of my students attending weekly. Active Office Hour participants report their primary motivator for attendance is to seek comradery with their peers and instructor, not the specific activity of running, suggesting alternative forms of out-of-office office hours may work well for different students and instructors. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 147959373 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Taking the Office Hour Out of the Office. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cafferty%2C+Patrick%22">Cafferty, Patrick</searchLink><relatesTo>1</relatesTo><i> patrick.w.cafferty@emory.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+College+Science+Teaching%22">Journal of College Science Teaching</searchLink>. Jan/Feb2021, Vol. 51 Issue 1, p3-7. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+response+systems%22">Student response systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+classrooms%22">Science classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br /><searchLink fieldCode="DE" term="%22Business+forms%22">Business forms</searchLink><br /><searchLink fieldCode="DE" term="%22Teams+in+the+workplace%22">Teams in the workplace</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Science classrooms across our campus have changed dramatically over the past 10 years as an increasing number of instructors have incorporated a variety of active learning techniques into their teaching practice, using, for example, classroom response systems to poll their students and guided inquiry and case study activities to facilitate small group work (AAAS, 2011; McGill et al., 2019). However, the primary way students interact with faculty outside the classroom remains unchanged: the office hour. Despite evidence that students benefit from office hour visits, low office hour attendance is common. Here, I describe a novel addition to my typical office hours, holding one of my four weekly office hours outside as a group run called the "Active Office Hour." Students view the Active Office Hour positively, with a subset of my students attending weekly. Active Office Hour participants report their primary motivator for attendance is to seek comradery with their peers and instructor, not the specific activity of running, suggesting alternative forms of out-of-office office hours may work well for different students and instructors. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=147959373 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0047231x.2021.12290501 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 3 Subjects: – SubjectFull: Student response systems Type: general – SubjectFull: Science classrooms Type: general – SubjectFull: Active learning Type: general – SubjectFull: Business forms Type: general – SubjectFull: Teams in the workplace Type: general Titles: – TitleFull: Taking the Office Hour Out of the Office. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cafferty, Patrick IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan/Feb2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 0047231X Numbering: – Type: volume Value: 51 – Type: issue Value: 1 Titles: – TitleFull: Journal of College Science Teaching Type: main |
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